1. The document discusses several learning theories including behaviorism, cognitive learning theory, and constructivism. It provides details on theorists such as Pavlov, Skinner, Piaget and Vygotsky. 2. Key concepts from learning theories are defined, such as classical conditioning, operant conditioning, observational learning, discovery learning and schema. 3. Factors important for learning are also outlined, including motivation, which the document discusses several theories of such as instinct theory, need gratification theory and self-efficacy theory.

1. Psychological
Foundations of
Education
Learning Theories, and
Motivation

2. Learning
Process produce relatively change in
behavior.
Acquisition of new knowledge, skill,
beliefs, and feeling.

3. all includes classical and operant.
Learning consists of new stimuli-
response connections through practice
and strengthened through association
with external rewards.
Behaviorism theory

4. Classical Conditioning
Theory
Pavlov/Watson
PC
--Conditioning with neutral
(conditioned stimulus) gains a
response result to its paring with
natural stimulus
Stimulus generalization- stimulus transfer to another stimuli.
Discrimination- not to respond with the same stimulus/manner
Extinction- conditioned response lost.
Recovery- recover lost responded
Applied to classroom:
Providing positive classroom environment
Help student s to experience success
Presenting lesson in gradual and keeping student relaxed and happy

5. Classical Conditioning
Classical conditioning is a type of
learning in which an animal’s
natural response to one object or
sensory stimulus transfers to
another stimulus. This illustration
shows how a dog can learn to
salivate to the sound of a tuning
fork, an experiment first carried
out in the early 1900s by Russian
physiologist Ivan Pavlov. For
conditioning to occur, the pairing
of the food with the tuning fork
(step 3 in the illustration) must be
repeated many times, so that the
dog eventually learns to associate
the two items.
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6. Operant conditioning/
Instrumental
B. F. Skinner
SO-REWARD AND
PUNISHMENT
Consequences of behavior based upon its environment whether
reinforce or eliminates the behavior.
Reinforcement not synonymous to rewards it is given after, motivation
give before
Positive reinforcement- strengthen behavior
Negative reinforcement- weakens behavior
Applied to classroom by:
Providing more opportunities for practice
Reinforcing (praise, incentives etc)if desirable
Providing more rewards than punishment

7. S-R Connectionism
Thorndike
ConT
Formed between stimuli and response
Occur in TRIAL and ERROR
Learning by selecting and connecting
Laws
a. readiness-to do so satisfying, not to do so annoying
b. Exercise- longer connection increase, shorter connection
decrease.
c. Effects- response accompanied by satisfaction is firm, if
accompanied by discomfort weak
d. Feedback- comment or judgments on the exercises.
Reward is greater than
punishment

8. Social Cognitive Learning Theory/ Imitation
Bandura/ Wallace SB
LEARNED by individual observe from
other. It affects the way people act
Attention- exposing/ observing a model
Retention- learn symbolically, reproduction of desired behavior
Reproduction- produce internal model of the environment guide observer
behavior
Motivation no performance unless conditioned are favorable
Observational learning- individual recombine previously learned behavior
to produce newly response.
Inhibitory effect- strengthen for weakens
Social facilitation- acting
Applied to classroom by;
Modeling desirable behavior
Make sure that students are physically capable of doing the modeled
behavior and that they can demonstrate this behavior.
Exposing student to a variety of exemplary behavior/models

9. Cognitive learning theory
1. Cognitive structural theory
2.Discovery learning theory
3.Cumulative learning
4.Meaningful learning
5.Constructivist learning theory
6.Metacognitive learning theory

10. Meaningful Learning
David P. Ausubel
Maus-
schema
Learning takes place when new acquired info is connected to what is
already learned.
Material should be related to student’s schema
Occurs in
Reception learning
Discovery learning

11. Discovery Learning
Jerome Bruner
DLB
Student should discover what to learn. Learning involves
rearrangement and transformation of materials that led to insight
Acquisition – obtaining new info..it is replace and refined
Transformation – manipulating info.. To fit new situation
Evaluation – if info, has been manipulated
Integrate materials to existing cognitive structures

12. Gestalt Theory
Kohler, Koffka,
Wertheimer
G2KW
Gestalt- forms and pattern, organize as a whole. How organism perceive
ideas and effect of the relationship on memory and learning
Perception influence experience, we learn when we arrange ideas into
pattern
Law of
continuity-
organization
tends preserve
smooth continuity
rather than abrupt
change..
Law of
closure-
incomplete
figure tend to
be seen as
complete .
Law of
proximity-
holds things
close together
as group
together .
Law of
similarity-
similar objects
tends to be
related

13. Life Topological and
Vector (field)Space
concept
Levin
LSL
Life space of an individual consist of everything one needs to
know about a person in order to understand his/her behavior in
specific time
Object exist in a field of forces
Nothing is so practical as a good theory.

14. Problem Solving by
Insight
Kholer
PSIK
Example : CHIMPANZEE get the banana by using the stick – one
long one short.
Perception of new relationship-- chimpanzee solve the problem or
gain insight into the relationship between the two stick and
banana.
Previous experience with the essential of the problem had
been necessary in order to develop insight

15. Cumulative Learning
Theory
Gagne
CLG
Learning occurs as the individual develops HOTs but need the
previously learn lower skills.
Stimulus- response learning – responding to specific stimuli that
have been discriminated from other stimuli
Motor verbal chain- combining 2 or more separate motor/verbal
responses to develop complex skills.
Concept –learning -giving labels to facts, relate and group it
together.
Rule Learning- concepts learned earlier are taken together to form a
rule, principle and generalization.
Problem Solving- applying concepts previously learned
Lower skills-=====---hots

16. Gagne’s Conditions of learning
• Most complex condition involving applying rules to solve
problem(solving word problems)
Problem
solving
• Combining and relating concepts ready learned to form rules(
1+2=3 ==2+1=3)
Principle
learning
• Classifying and organizing perception to gain meaningful
concepts (all dogs have four legs)
Concept learning
• Learners select a response applies to certain
stimuli(selecting 2 when __+1=3)
Discrimination
• Labeling certain response(__+1=2)Verbal Association
• Series of S-R are links(adding 1 and2)Chaining
• Voluntary response similar to operant
conditioning( getting ready to move as
fire alarm heard.)
Stimulus response
• Involuntary response. Similar to
classical conditioning(touching
iron and flinching)
Signal learning

17. Information
Processing Theory
Atkinson & Shiffrin
IPT-AS
Storage- info gets into memory
Encoding- information changes as get into memory
Retrieval -info.. Previously stored is recalled
Sensory register- info transfer to short term memory, if nothing
happen it is forgotten.
Short-term working memory- info is organized for storage or discard.
Storage- info gets into memory.
Long-term memory- info kept for along period of time.
Process of organizing info into mind like computer.

18. Constructivist theory of
Learning
Piaget and Vygotsky
Cons-PVy
Using acquired info to construct or build new ideas prior to their
schema
Teacher should provide students to construct on their own.
Challenges teacher not to dispense knowledge but to provide students
with opportunities and incentives to build up and to serve as guides to
become sense makers
Construction of ideas

19. Metacognitive theory
of Learning
Thinking about
thinking
Thinking beyond, and self monitoring process of how you think and to
employ it successfully.
Consist of awareness not only of what to do to perform a taask effectively
but when and how various cognitive processes can be employed to success.
TWO COMPONENTS
Meta comprehension- knowledge about regulation for understanding CERTAN
PROCEDURE IN OPERATION
Metamemory- apply technique in memorizing E.G MNEMONICS
MAY BE ACQUIRED through:
Knowledge of others’ success or experiences
Analysis of the goals of the cognitive tasks
Analysis of the strategies employed in performing tasks.
Experience that accompany attempts at metacognition. E.g. frustration
when what is being taught is not understand

20. Desirable Conditions for Learning
1. Motivation
2. Retention
3. Transfer

21. Motivation
- conditions that predispose an individual to learn, something or to avoid
things. It is statement of desires, goals, likes, dislikes, wants, fears
Theories of Motivation
1. Instinct theory/Genetic Pattern ( Lorenz)
2. Association theory (Thorndike)
3. Drive Theory/ psychoanalytic theory (Freud)
4. Need Gratification Theory (Maslow)
5. Attribution Theory (Weiner)
6. Self-Determination Theory (Deci)
7. Self-Efficacy Theory (Bandura)
8. Cognitive Theory (Hunt)
9. Drive Reduction Theory (Hull)
10. Expectancy Theory (Atkinson)

22. Instinct Theory/ Genetic Pattern
Theory (Lorenz)
Speculate that motivation is built into
everyone through heredity: that is it is
the product of inherited and innate
instincts/natural feeling

23. Association theory (Thorndike)
A deprivation/deficit of need will cause the
individual to act to satisfy that need

24. Drive Theory/ psychoanalytic
theory (Freud)
Individuals behave as they do because their
early experiences drive them instinctively to do
so.

25. Need Gratification Theory (Maslow
Satisfy basic needs is the cause of human behabior
An individuals does something to ssatisfy his or her needs
1. Hunger drive, food drive thirst drive (basic needs)
2. Security
3. Love and belongingness
4. Self-esteem
5. Self-efficacy

26. Attribution Theory (Weiner)
People seeks to understand why they succeed
or fail, which may be due to ability, effort, task,
difficulty, luck and help or hindrance from
others.

27. Self-Determination Theory (Deci)
An attitude of determination is the
foundation of motivation; behaviors are
based solely on the individuals preferences .

28. Self-Efficacy Theory (Bandura)
The key to individual achievement lies with
the learner’s own belief in the ability to
execute actions required of a successful
performance

29. Cognitive Theory (Hunt)
Man is rational and continuously decides
what he will or will not do. Motives
curiously and intention activate and
direct individuals to action that produce
satisfaction are repeated.

30. Drive Reduction Theory (Hull)
Reducing that which energizes behavior
(drive)is satisfying and behaviors that
produce satisfaction are repeated.

31. Expectancy Theory (Atkinson)
People’s motivation to act depends on their
estimation is estimation of being successful
and the incentive value they place on success
in the activity

32. RETENTION
Is the process whereby long-term memory preserves learning in such a way that what has
been stored in the memory can be located, identified and retrieved accurately when the need
arises.
Is influenced by many factors including degree of focus, length and type of rehearsal that
occurred; student learning style, prior learning, and learning difficulties.
Is opposed to forgetting in which the physical record of memory in the brain fades away either
through disuse, interference, reorganization or through motivation.
It requires that the learner not only gives conscious attention but also builds conceptual
framework that have sense and meaning for eventual consolidation with long-term storage
network..
Rehearsal is the process that allows the leaner to have the adequate time to process new
learning before sense and meaning are attached to it. Although rehearsal does not guarantee
information transfer into long term storage it contributes to this. There is also long term storage
without rehearsal
Rote rehearsal- used when learners need to remember and storage
information exactly as it is entered into working memory, it involves
direct instruction
Elaborate rehearsal- used when it is important to associate new
learnings with prior learnings to detect relationships; requires complex
thinking process

33. TRANSFER
THE PROCESS OF APPYING KNOWLEDGE OR SKILL PRVIOSLY LEARNED IN ONE
SITUATION TO A NEW DIFFERENT SITUATION
Two types:
1. Lateral transfer- when an individual is able to perform a new task that requires
previously learned skills example solving word problems from text book and later
on the board
2. Vertical transfer- when individual is able to learn more complex or advanced skills
example being able to add and multiply, being able to read and write.
Theories of transfer:
Formal-discipline theory- facilities of the mind that can be strengthened through
practice such as memory, reason, will, and imagination.
Identical elements theory- elements such as facts, skills, and methods present in
the original learning situation must be presented in a new but relevant situation.
Generalization theory- facts and concepts that have been previously learned must
lead to formulation of principles used in a new situation.
Transposition theory- it is possible if there is understanding of the relationships
amongst he facts, processes and principles.

34. Theory of multiple intelligences
Howard Gardner
1. Mathematical/logical- number smart
2. Verbally/linguistic- word smart
3. Natural/nature- nature smart
4. Musical- rhythmic smart
5. Spatial- art smart
6. Bodily kinesthetic- gestures /movement smart
7. Intrapersonal- self communication
8. Interpersonal- communication to other
9. Existentialist-spirit smart
10. Interactionist- if you have all the characteristics

35. THANK YOU!
PREPARED BY:
(sgd)MR. BOYET B. ALUAN